Teaching In Engineering Education Research Articles

A review and synthesis of the use of social media in initial teacher education

ABSTRACTSeveral previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media in initial teacher education (ITE). It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of ITE, including primary, secondary, English language teaching and lifelong learning. The authors seek to develop and share a deeper understanding of the relationship between social media and the participation and collaboration of pre-service teachers in ITE. The findings of the review include issues surrounding community, pedagogy and design, and this synthesis provides a significant exploratory contribution to the development of effective teacher education and training across the UK curriculum.

Technology in Physical Education Teacher Education: A Call to Action

ABSTRACT Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning.

An Overview of Teaching Physics for Undergraduates in Engineering Environments

This paper is an overview of approaches to teaching physics courses delivered to students of engineering disciplines. It addresses, first, the history of teaching physics to engineering students starting in the early 20th century, then reviews the main issues presented and discussed over the last decade in a series of conferences on Physics Teaching in Engineering Education (PTEE). Finally, this paper discusses more contemporary views on the subject, including the latest technologies and new methodologies. It is not a critical review of teaching physics to engineering students, but rather a summary of various views and approaches over the span of the entire century. The common denominator of the study is the relevance to the competency-based approach: how the papers focus on teaching engineers the principles of physics in a manner that contributes to success in their professional careers.

Integrating Technology in Physical Education Teacher Education: A Socialization Perspective

ABSTRACT Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.

Prevalent Factors that Affect the Job Satisfaction of Junior High School Technology and Livelihood Education Teachers in Public Secondary Schxcool in District 1 of Marikina City 2017 – 2018

The objective of this study is to examine the prevalent factors that affect the job satisfaction of Technology and Livelihood Education Junior High School teachers in Public Secondary School in District 1 of Marikina City. Also, this research helps the educational stakeholders to empower teachers’ capacity through assessing their satisfaction from their jobs. Out of 110 respondents, researchers gathered only 86 samples according to the COCHRAN as sample technique used. Questionnaire has been adapted so reliability testing and validation was not utilized. Descriptive Statistics showed that teachers are agreed in four aspects. However, teachers’ responses in Job Characteristics aspect have at least satisfied. Moreover, independent t-test and ANOVA are being utilized by the researchers to reveal the significant differences of teachers’ job satisfaction in relation of gender, age and type of schools, but there were no significant differences at all. Furthermore, bivariate correlation (Pearson – r) is being used by the researchers to determine the significant relationship to each aspect. Based on the findings, there were significant relationships in each aspect. Lastly, regression method was being used to examine what aspect of Job Satisfaction is the predictor of teachers’ intention to remain on the job. Researchers found out that Meaningfulness of the Job and Social Benefits are the predictors of the teachers’ intention to remain on the job. With these findings, the researches recommend to include other educational stakeholders to have a comparison in terms of Job Satisfaction; Administration have a clear content and natures of the assigned task to their teachers because this is one of the factor why teachers do not remain in the job; Administration must to pay attention to support their teachers; and there are other aspects, factors, and theories that can be used to fully identify the level of satisfaction of teacher, so further research is needed to be studied.

Technical Vocational Education in the Context of Globalization: Its Pedagogy and Strategies

Aims: The aim of this study was to determine the personal experiences of the teacher-participants in the teaching of Technology and Livelihood Education. It also ascertained and met the following objectives: 1) determine the teaching experiences of the TLE teachers; 2) to identify the training needs of TLE teachers; 3) ascertain the challenges faced by the TLE teachers; 3) discover the pedagogy and strategies used by the TLE teachers; and 4) find out the recommendations of the TLE teachers to improve the delivery of the course.
 Study Design: Qualitative-phenomenological approach.
 Place and Duration of Study: The study was conducted in Sta Cruz National High School, Sta. Cruz, Davao del Sur. The study was conducted for 6 months.
 Methodology: The researchers purposely chose all the Technology and Livelihood Education (TLE) teachers. The information were gathered through Focus Group Discussion (FGD).
 Results: Six themes emerged from the data analysis. Generally, the teacher-participants found teaching of TLE subject was challenging because the activities were focused on exploration. Moreover, they felt satisfied because they were able to share their knowledge and skills to their students. It implies that the TLE teachers were committed and dedicated to their jobs despite the difficulties they encountered. However, the teacher-participants revealed that generally, they were not sent outside of the school to attend training-seminar for skills enhancement. It is an indication that the school heads lack concern for their teachers’ professional development. In addressing the challenges of the teachers, they collaborate with each other by sharing their resources. Despite the challenges they encountered, they were still optimistic to be globally competitive. It implies that the TLE teachers do not give up easily. They suggested that the school administration needed to develop the participants’ personal character so that their teaching goals were met.
 Conclusion: The TLE teachers loved and enjoyed their teaching jobs despite the challenges they faced. However, they clamored to the Department of Education (DepEd) to address their needs such as sending them to trainings and seminar-workshop to enhance their skills and capabilities. To show their dedication to their jobs, they brought their own tools and shared the same to other teachers. Notably, the participants only used three teaching strategies. It shows that TLE teachers lack the knowledge of other teaching strategies. The participants were optimistic that sooner or later their TLE programs are accredited and recognized locally and internationally. This implies that the participants were committed to their jobs. Ironically, they suggested that improvement of the teachers’ self was better than improving the TLE implementation. This shows that the teachers believed that materials can be easily acquired but not the attitude.

Internet Skills for Expediting Students’ Learning

The accomplishment of any educational system despite the strategic design depends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The study adopted a survey research design. The population for the study consisted of 215 technology and vocational education teachers from Six (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was used to collect data from the respondents which was duly validated by experts. Cronbach Alpha reliability technique was used to determine the internal consistency of the questionnaire items at 0.91. Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order to enhance their competency for the purpose of boosting their performance in teaching.

The Relationship among Practical Teaching Competence, Theoretical Teaching Competence, and Teaching Efficacy of Practical Arts (Technology and Home Economics Education) Teachers

This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher’s age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching. Keywords: practical teaching competence, theoretical teaching competence, teaching efficacy, practical arts teacher, home economics education teacher

Teacher Preparedness: A Comparison of Alternatively and Traditionally Certified Technology and Engineering Education Teachers

Teacher Preparedness: A Comparison of Alternatively and Traditionally Certified Technology and Engineering Education Teachers

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes ( n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile.

Problems Faced by Secondary Technology Education Novice and Veteran Teachers

The purpose of this study was to examine the challenges faced by secondary technology education (TE) teachers in Illinois. Specifically, the study sought to identify and categorize a list of challenges encountered during their first years in the TE profession as well as challenges that veteran TE teachers are facing in their current teaching assignment. Seventy-three TE teachers completed an online questionnaire. Twenty-six challenges were identified and of the top five challenges, only three, equipment, funding, and understanding what TE is were identified as a continuous challenge at each career stage. Knowing the challenges identified by TE teachers at different career stages can assist school administration and TE professionals in providing specific support to address these problematic areas in efforts to improve retention rates among TE teachers.

Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria

Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria

Academic Performance and Entrepreneurial Intention of Pre – Service Technology and Livelihood Education Teachers

Several studies revealed that entrepreneurship education affects the development of the intention of a person to become an entrepreneur. Cognizant of the previous findings, this study examined the entrepreneurial intention of the pre-service Technology and Livelihood Education (TLE) teachers based on the Theory of Planned Behavior (TPB) and determined its relationship to academic performance. The descriptive correlation research design was used to come up with an objective description of the relationship of the variables involved. The statistical treatment used was frequency, percentage, Pearson correlation and formulas developed by Icek Ajzen in the TPB. The results showed that students have satisfactory academic performance, very much favorable attitude toward becoming entrepreneurs, moderately favorable perceived subjective norm, and very much easy perceived behavioral control. The variables involved in this study revealed a negligible relationship. In light of these findings, the researcher recommends that important people belong in the university should engage themselves to entrepreneurial capability activities such as seminars, training, workshops, conferences, among others to develop entrepreneurial mindset because they were influencers of the development of entrepreneurial intention among students. Parents and other family members should be involved in entrepreneurial activities to serve as role models. Collaboration between family and the university is highly encouraged to make entrepreneurial programs effective. Moreover, by providing simulations, practicum or authentic entrepreneurial activities, students utilize practical knowledge, skills, values, and attitude; thus, these activities improve their academic performance.

A novel high-gain DC–DC converter with non-linear carrier controller for photovoltaic applications

In the era of proliferated distributed renewable energy sources, high-gain DC–DC converters dragged much attention among the researchers. But there is a concern that high-gain converters have less efficiency and high switching stresses. The converter topology has two quasi-impedance source network and a voltage multiplier cell unit to facilitate very high-gain output voltage. This work also suggests using a non-linear carrier controller which embodies two loops within it: one facilitates the input variations and the other loop assists load regulations. The input variations due to varying irradiation of photovoltaic are alleviated by employing the perturb and observe maximum power point tracking mechanism. The simulation of the work is realized in MATLAB/Simulink arena, and hardware circuits are validated using the dsPIC30F4011 controller. This paper proposes a new two-loop control embedded high-gain DC–DC converter fed by photovoltaic source which aims at encouraging the project-driven engineering education teaching and thereby inherently complying to the standards set for academic excellence through Bloom’s taxonomy.

Role of Educational Technology in Teaching and Learning processes

Role of Educational Technology in Teaching and Learning processes

A Study on Technical Writing Instruction in Engineering Education Using Patent Application Form

A Study on Technical Writing Instruction in Engineering Education Using Patent Application Form

Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels

Educational assessment has profound effects on the nature and depth of learning that students engage in. Typically there are two core types discussed within the pertinent literature; criterion and norm referenced assessment. However another form, ipsative assessment, refers to the comparison between current and previous performance within a course of learning. This paper gives an overview of an ipsative approach to assessment that serves to facilitate an opportunity for students to develop personal constructs of capability and to provide a capacity to track competence based gains both normatively and ipsatively. The study cohort (n = 128) consisted of undergraduate students in a Design and Communication Graphics module of an Initial Technology Teacher Education programme. Four consecutive design assignments were designed to elicit core graphical skills and knowledge. An adaptive comparative judgment method was employed to rank responses to each assignment which were subsequently analysed from an ipsative perspective. The paper highlights the potential of this approach in developing students’ epistemological understanding of graphical and technological education. Significantly, this approach demonstrates the capacity of ACJ to track performance over time and explores this relative to student ability levels in the context of conceptual design.

Integrating Educational Technology in Teaching : Current Perceptions and Practices in Sokoto State, Nigeri

Integrating Educational Technology in Teaching : Current Perceptions and Practices in Sokoto State, Nigeri

Mediating factors that influence the technology integration practices of teacher educators

While the United States federal government and the main teacher education accreditation organization push for the inclusion of technology in teacher education across the curriculum, little attention has been paid to understanding the technology competencies and behaviors of teacher educators. This study explores this gap by investigating what direct and mediating factors predict technological pedagogical content knowledge (TPACK) in teacher educators, and how these factors along with TPACK influence the adoption of the ISTE technology standards in teacher education. The findings from a sample of 806 teacher educators across the United States indicate that there are significant differences in both TPACK and ISTE standard alignment across subject areas, and that experience levels positively predict ISTE standard alignment to a small degree. More significant, however, is the finding that technology knowledge and institutional support are important mediators, predicting TPACK and ISTE standard alignment. Additionally, TPACK strongly predicts ISTE standard alignment. These findings suggest that institutions should provide targeted support to teacher educators across disciplines and should adopt coherent technology frameworks for their programs.

Linking Technology and Reflective Practice in Primary ELT Teacher Education

This paper presents the qualitative results of a study on the use of technology based dialogic interaction in Primary ELT teacher education. In this research technology was focused on its use to support and act as an elaborative interface in the dialogic interaction between the teacher educators and the teacher learners by (1) providing support for analysis, (2) enhancing social interaction through richer contextualization and (3) favouring the design of new teacher training materials. In this research two teacher educators at the Faculty of Education of Universidad de Alcala (Madrid, Spain) studied the interactions of their own student teachers in microteaching activities for their own classmates, recorded the teaching-trainee-teaching-trainee and teaching-trainee-teacher interactions, and had a dialogic intervention after watching the recordings. Results indicated that dialogic interaction in the zone of proximal development (ZPD) leads to a general learning improvement along with a better self-image and higher motivation. This is due to a significant reduction of performance anxiety, the development of teaching skills, and capacity to self-observe and reflect on their own performance